Estrategias para Mejorar la Comprensión Lectora: Impacto de un Programa de Intervención en Español

Abstract

A B S T R A C TThe purpose of this study was to evaluate the effectiveness of an instructional program in Spanish to improve reading comprehension, LEE comprensivamente. The program's framework was based on targeting text level processes, in particular, inference making, meta-cognitive control, and knowledge of text structure. In addition, a word level process, such as vocabulary, was also trained. The program, which consisted of 16 80-minute sessions during a period of 8 weeks, was tested on 127 children of ages 8-10 from different schools in Buenos Aires. A parallel group remained as passive control in each class group. Assessing processes included vocabulary, monitoring, inference making, and reading comprehension general measures, before and after the intervention. Only the intervention group showed a statistically significant improvement. These findings suggest that interventions focused on skills related to vocabulary, inference making, monitoring, and the knowledge of text structure improve reading comprehension in a school setting.

Relevance Instructions Combined with Elaborative Interrogation Facilitate Strategic Reading: Evidence from Eye Movements

“…Similarly, Lewis and Mensink (2012) showed that participants devoted increased first-pass and look-back fixation time to question-relevant sentences in response to questions presented prior to reading, which in turn led to improved memory for information contained in question-relevant sentences. Moreover, taking into account some complementary and current studies, there can be also shown additional applications of the results reported in our study, as reading instructions and elaborative interrogation could facilitate the comprehension of visual narrative in a coherence/incoherence paradigm (Martín-Arnal et al, 2019), to improve strategies to comprehension in expository texts (Fonseca et al, 2019;Jiménez-Taracido & Manzanal-Martínez, 2018), as selfquestion to improve metacomprehension skills (León, Martínez-Huertas, et al, 2019), and to improve writing and oral summaries (Martínez-Huertas et al, 2018).…”

Metacognitive Strategies for Reading Comprehension in Basic Education Students

“…Fonseca et al [27] determined if the LEE program is effective in improving text comprehension, only the experimental group showed a significant improvement in reading comprehension in students from Argentina. In the same way, Vásquez and Pérez [28], developed a program of playful strategies to improve the comprehension of texts in primary school students in Peru, which demonstrated a highly significant result in the comprehension of texts.…”

“…Regarding the similarities found in the analysis of these scientific articles, it was found that two of them based their studies on constructivist theory, in that sense Fonseca et al [27] speak exactly of meaningful learning and the relationship that exists between understanding and learning that is of utmost importance for the education of students, since several developed or developing countries are concerned with investigating how to improve this important issue. It also mentions that when applying metacognitive strategies the intervention group demonstrated significant improvements in reading comprehension.…”

Estrategias de aprendizaje y comprensión lectora en estudiantes de educación básica regular del Perú

“…Márquez, Andrade y Cuevas (2017) realizaron un estudio de identificación de estrategias cognitivas y estrategias metacognitivas bajo la configuración del Cuestionario de Estrategias de Aprendizaje -CEA en 254 adolescentes con aptitudes sobresalientes (131 mujeres y 123 hombres) pertenecientes a la Escuela Secundaria Estatal número 12, del Estado de Colima, en México que permite afirmar la importancia de desarrollar dichas estrategias, encaminadas a adquirir herramientas para el trabajo autónomo, el aprendizaje autorregulado, así como la planeación, evaluación y el control del propio aprendizaje; conduciendo a obtener éxito en diferentes áreas de estudio. Fonseca et al, (2019) realizó un estudio en niños de cuarto grado en escuelas de la Ciudad Autónoma de Buenos Aires (CABA) y Gran Buenos Aires, el cual demostró la efectividad de aplicar el programa de intervención llamado "LEE comprensivamente", en los cuatro ejes planteados (vocabulario, construcción de inferencias, autorregulación de la comprensión o monitoreo y comprensión de la estructura textual).…”